RUME 26
2024
Omaha, Nebraska
Participant and Designer Competing Goals, Resources, and Orientations for Professional Development of Faculty Teaching Mathematics to Future K-8 Teachers
Page: 1386
To address a documented need for professional learning opportunities for mathematics faculty, a recent project designed and implemented a series of online learning modules for faculty new to teaching mathematics courses for future elementary school teachers. The modules constitute an asynchronous short-course for faculty. Short-course designers had the role of Providers whose presence was implicit in the asynchronous course. In this poster, we explore short-course design and revision spurred by the distinctions in goals, resources, and orientations of both the target audience of faculty who were novices in teaching future teachers and the Provider-designers. Based on analysis of designer memos, faculty surveys, and faculty interviews, the poster focuses on how differences shaped redesign of the short-course after the initial pilot. The results differentiate among what constitute the professional skills needed by an instructor and professional skills as a teacher educator, the role of teacher educator skills in being consumers and selectors of activities (rather than producers or designers of them), and the still understudied forms of motivation behind the work of novice teacher educators.